Downloaded 14 times
Uploaded byIAIN
Oral approach by leni
The oral approach and situational language teaching originated in the 1920s-1930s with British applied linguists like Palmer and Hornbey. They developed a more scientific foundation for an oral approach than previous direct methods. Language teaching begins with spoken language used in the classroom. New vocabulary and simple grammar are introduced situationally and practiced orally before more complex forms. Procedures aim to move from controlled to freer practice and oral to written use of structures. Situational language teaching emphasizes oral practice, grammar, and follows a sequence of presentation, practice, and production. It continues to be widely used where national syllabuses are grammatically based.
More Related Content
Similar to Oral approach by leni
Oral approach by leni
- 1. The Oral Approachand Situational Language Teaching
- 2. The originsof this approach began with the work of British applied linguists in the 1920s and 1930s. Two of the leaders in this movement were Harold Palmer and A. S Hornbey, they attended to develop a more scientific foundation for an oral approach to teaching English than was evidenced in the direct method. “The result was a systematic study of the principle and procedure that could be applied to the selection and organization of the content of a language course” (Palmer 1917, 1921)
- 3. Language teachingbegins with the spoken language. The target language is the language of classroom New language points are introduced and practice situationally Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered Items of grammar are graded following the principle that simple forms should be taught before complex ones
- 4. Theory oflanguage The theory of language underlying SLT can be characterized as a type of British structuralism Theory of learning Palmer has pointed out, there are three processes in learning a language receiving the knowledge or materials, fixing it in the memory by repetition, and using it in actual practice until become a personal skill.
- 5. Objectives Thesyllabus Types of learning and teaching activities Learner roles Teacher roles The role of instructional materials
- 6. procedures inSLT very according to the level of the class, but proceClassroom dures at any level aim to move from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading, and writing.
- 7. 1. Pronunciation 2. Revision 3.Presentation of new structure or vocabulary 4. Oral practice
- 8. SLT emphasison oral practice, grammar and sentence pattern, conform to the intuitions of many language teachers and offer a practical methodology suited to countries where national EFL/ESL syllabuses continue to be grammatically based it continues to be widely used.
- 9.